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South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545

Master Teacher

Bill Langston

Time Allotment

Two 45-minute class periods (one of the recording activities may take place over several weeks).

Overview

Everybody complains about the weather but nobody does anything about it. When it is windy or raining outside, use this opportunity to talk about the forces of nature and take advantage of your students’ natural interest in the weather. In the process, utilize technology and teach a lesson that deals with science, math and language arts skills. Students will view a clip from Weathersmart and use their knowledge gained from the Internet to compare differences between types of storms.

Subject Matter

Science, math, and language arts.

Learning Objectives

Students will be able to:

• Compare hurricanes and tornadoes;
• Write a paragraph explaining how to prepare for a storm;
• Give an oral report;
• Use weather facts to practice math skills;
• Record observations of a storm.

South Carolina Standards

These standards are found at http://www.myscschools.com/offices/cso/.

Language Arts

5 -R1.9 Demonstrate the ability to draw conclusions and make inferences.

5-R 1.10 Demonstrate the ability to categorize and classify ideas.

5-R1.11 Demonstrate the ability to analyze cause and effect.

5-R1.14 Demonstrate the ability to use graphic representations such as charts, graphs, pictures, and graphic organizers as information sources and as a means of organizing information and events logically.

4-C1.1 Demonstrate the ability to face an audience, make eye contact, and use the appropriate voice level.

4-C1.3 Demonstrate the ability to participate in and contribute to conversations and discussions by responding appropriately.

5RS2.2 Demonstrate the ability to gather and organize information from a variety of sources, including those accessed through the use of technology.

I. Inquiry Plan and conduct a simple investigation
a. Ask a question about objects, organisms, and events in the environment.

b. Plan and conduct a simple investigation that represents a fair test.

c. Select and use appropriate equipment and tools to gather data and extend the senses.

III. Earth Science
1.Weather changes from day to day and over the seasons.

a. Observe daily and seasonal weather patterns.

b. Research and describe severe weather phenomena, technological advances, and related safety concerns.

Mathematics

Measurement

1. Understand measurable attributes of objects and the units, systems, and processes of measurement.

2. Apply appropriate techniques, tools, and formulas to determine measurements.

Media Components

Video

Weathersmart, Lesson 3: “Hurricanes”

Web Sites

• FEMA for Kids: Tornadoes
  http://www.fema.gov/kids/tornado.htm
• FEMA for Kids: Hurricanes
  http://www.fema.gov/kids/hurr.htm
• Weather Sound Effects
  http://www.partnersinrhyme.com/soundfx/Weather.shtml
• Sky diary KIDSTORM
  This website can be used with the introductory activity by both teams in researching differences between tornadoes and hurricanes.
  http://skydiary.com/kids
• Accuweather.com
  http://www.accuweather.com
• Storm Hunter.net Storm Photos
  http://www.stormhunter.net/stormphotos/stormphotos.htm

Materials

• flip chart
• digital camera
• computer with Internet access & presentation program (PowerPoint or hyper studio)

Per student:

• paper and pencil
• graphic organizer
• calculators
• headphones

Prep for Teachers

• Prior to teaching this lesson, bookmark all of the Web sites used in this lesson on each computer in your classroom. Load the Shockwave plug-in, available at www.macromedia, onto each computer in your classroom or lab. Cue the tape.
• Charge battery on digital camera.
• When using media, provide students with a Focus for Media Interaction, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

Introductory Activity

Step 1: Explain to your students that they will be comparing the differences between hurricanes and tornadoes.

Step 2: Divide the students into two teams. Have each team find the characteristics and descriptions of each type of storm.

Step 3: Provide your students with a Focus for Media Interaction by asking each team to list the characteristics of their assigned storm similarities and differences of the storms on a Venn diagram.

Step 4: Ask team 1 to log on the FEMA for Kids: Tornadoes website at http://www.fema.gov/kids/tornado.htm Step 5: Ask team 2 to log on to the FEMA for Kids: Hurricanes website at http://www.fema.gov/kids/hurr.htm.

Learning Activity

Step 1: Provide your students with a Focus for Media Interaction by asking them to use the Internet to check the local weather.

Step 2: Log on to the accuweather website. http://www.accuweather.com

Step 3: Have your students record the predicted weather conditions on a chart every morning for a week. This will have more significance if there is thunderstorm activity forecast during the week.

Ask students to note the differences each morning.

Step 4: Provide students with calculators and have them convert the Fahrenheit temperatures to Celsius and back to Fahrenheit (you can have students do conversion by using worksheets instead of calculators if you prefer). Find the average temperature for the week. Show the increases or decreases in temperature over time by constructing a line graph.

Culminating Activity

Explain to your students that one of the most important reason for having knowledge about storms is safety. Cue the Weathersmart video to Lesson 3: Hurricanes where the narrator says: “A hurricane watch means that a hurricane is close and might strike within two days. Provide your students with a Focus for Media Interaction by asking your students to think of some things their family would need to do to prepare for a hurricane watch. Play the tape until the narrator says, “… and they may decide to board up windows to keep the glass from breaking”. Pause the video. Check for comprehension by listing student responses on the flipchart. Ask your students how their plans might be different if a hurricane warning was issued. Provide your students with Focus for Media Interaction by asking them to watch to video to compare their ideas with the information they are about to receive on the tape. Play the tape until the narrator says, “If you stay behind and have an emergency no one might be able to get to you to help”. Stop the tape and ask students to give a list of things to do in the event of a hurricane warning. Write these ideas on the flipchart. Ask students to compare the differences in the “ hurricane watch list” and the “hurricane warning list”. Most of them should recognize that the “warning list” is more urgent and can give reasons to support that. Ask each student to write a paragraph explaining how to prepare for a storm using the two lists that have been generated.

Cross-Curricular Extensions

Science, Art: The sound of an approaching storm can bring it life for students. There are several good sound effects files on various websites. Provide your students with a Focus for Media Interaction by asking students to find examples of wind, rain, and thunder sound effects files. Log on to weather sound effects website

http://www.partnersinrhyme.com/soundfx/Weather.shtml. Ask one student to click on the links while the other listens with the headphones. Have them switch places after a few minutes. Ask them to return to their seats and have them write a few sentences describing what they heard and their reactions to the sounds.

After listening to storm sounds provide your students with a Focus for Media Interaction by asking them to view storm images at http://www.stormhunter.net/stormphotos/stormphotos.htm.

Ask the students to draw a picture of the storms to go along with the description of the sounds.

Community Connections

• Plan a field trip to a local television station to visit with the meteorologist. Prepare your students in advance by having them generate a list of questions about how these professionals forecast the weather.
• Invite someone involved with the agricultural field to visit your classroom. Discuss how the weather in general and storms in particular affect the cultivation and distribution of food.